Quackenbush, D. et al. Canadian Journal of Psychiatry. 1996 Vol. 41(1): 16-22.

The pre and post illness school functioning of 44 adolescents with adolescent onset bipolar disorder was studied in order to evaluate and describe the changes in school functioning after onset of illness. Assessment measures included a personal interview, review of school history and formal academic testing. The results seem to indicate that good to excellent scholastic functioning before the onset of illness significantly deteriorates after the onset of illness in most adolescents. Marked deterioration appears in work effort, involvement in extracurriculars, academic achievement and peer relationships. Specific program modifications in the school are needed in order to help these adolescents including an open communication between the clinician, parents and the school.Reprinted with the permission of The Canadian Journal of Psychiatry

What is Bipolar Disorder?

DIAGNOSIS
Bipolar disorder is a hereditary illness believed to occur in at least  1 - 2 % of the adolescent and adult population, with bipolar spectrum disorders believed to occur in 5 - 7 %. The number of children diagnosed with bipolar disorder is rising as doctors begin to recognize signs of the disorder in children. Children with bipolar disorder are at risk for school failure, substance abuse and suicide. The lifetime mortality rate (from suicide) is higher than some forms of cancer.

Sample letter to be used by parents to notify schools of  BP and OCD diagnosis  in your child

Sample letter to be used by parents to notify school of BP and Anxiety Disorder diagnosis in your child

Sample letter to be used by parents to notify schools of BP and ADHD diagnosis in your child.

Biography
Leslie E. Packer, Ph.D., is a New York State licensed psychologist in private practice, specializing in children and adolescents with neurological disorders such as Mood Disorders, Attention Deficit Hyperactivity Disorder, Tourette Syndrome, Obsessive-Compulsive Disorder, and Asperger's Disorder. In addition to her treatment services, she also serves as a consulting psychologist to school districts to provide staff developments and to assist school teams in developing appropriate educational programs, behavior plans, and accommodations for students with neurological disorders.

She is the author of two web sites, School Behavior and Tourette Syndrome "Plus", for parents, educators, and clinicians. Her new book, Find a Way or Make a Way, provides helpful school accommodations for a variety of disorders.

To become an effective advocate for your child, you must understand the eight-step process that is required under IDEA.  Certain activities must be completed at each step in order to obtain and implement an appropriate Individual Education Plan (IEP) for your child.

The first meeting with the school to discuss your child’s diagnosis and needs can be stressful and difficult. This article outlines the essential elements to increase the liklihood of a successful school meeting.

CABF is committed to providing information that will empower parents to increase their effectiveness as parent advocates.  Learning how to be your child’s advocate doesn’t happen overnight, but it doesn’t have to be overwhelming.  In the process of reading this material, you will gain practical information that will increase your effectiveness – and your confidence – in advocating for a “free and appropriate public education” (FAPE) for your child.

ADVOCACY

This article discusses the importance of bipolar children being placed in OHI classification.  Article by Donna Gilcher, Ruth Field and Martha Hellander